Czech university students and AI: Research reveals uncertainty and interest in clear rules

In recent years, artificial intelligence (AI) has become a common part of the university environment. This rapid development brings with it questions about how to use AI in education ethically and responsibly. A pilot study on the use of AI tools and applications among Czech university students, the results of which were published in the prestigious International Journal for Educational Integrity, provides valuable insight into how students use AI, what attitudes they have toward its ethics, and how they navigate this field. The research was conducted by Kateřina Turková and Irena Prázová from the Institute of Communication Studies and Journalism at the Faculty of Social Sciences, Charles University, together with several experts from other institutions – Veronika Krásničan and Pavel Turčínek from the Faculty of Business and Economics at Mendel University, and Tomáš Foltýnek from the Faculty of Informatics at Masaryk University.

How and Why

According to the survey, the most frequently used tool was Google Translate, used daily by 17% of respondents. This was followed by DeepL Translate (15%), the then freely available ChatGPT 3.5 (14%), the then paid ChatGPT 4 (11%), and Grammarly (8%). Two thirds of students stated that they did not want to pay for AI tools. Willingness to invest in more advanced versions was shown mainly by students of technical and economic fields and law, while those in education, veterinary, and agricultural sciences were more hesitant. Men were also more willing to invest in AI tools than women.

The data show that most respondents used AI tools primarily for linguistic and writing support in their studies. For example, 73% used AI for translation and 63% for proofreading. This suggests that students mainly relied on AI to overcome language barriers and improve the accuracy of their writing. Fewer students used AI for literature searches (30%) or in their free time outside of their studies (11%). “Overall, students used artificial intelligence more to increase efficiency and correct errors than for deeper research,” summarizes researcher Kateřina Turková.

Ethical Boundaries

Students perceived the ethical dimension of AI use primarily in terms of authorship and copyright. Traditional tools such as translators or grammar checkers were seen as common and acceptable, whereas new generative applications often raised doubts and concerns about cheating.

Nearly half (49%) of respondents were unsure whether their university had official rules governing the use of artificial intelligence. Fifteen percent knew such guidelines existed, just under a quarter were aware of them but did not know their content, and 12% said no guidelines or rules existed. Students in information and communication technologies, social sciences, journalism, and information studies and services were the best informed about the existence and effectiveness of university rules (approximately 42% of respondents from these fields).

The study showed that most Czech students would welcome more information about which AI tools they are allowed to use during their studies and under what conditions. According to the researchers, insufficient communication from universities about official rules directly contributes to students’ uncertainty about the ethical use of AI.

Understanding Better

Czech universities have responded to the rise of AI in different ways – at the time the research was conducted, some had already issued recommendations or adjusted the format of final theses, while others limited students’ access to AI tools. The authors note that clear and comprehensible guidelines can significantly shape how students perceive the ethics of AI use. They therefore recommend that universities carry out information campaigns and practical workshops to help students better understand how to use AI responsibly and in line with academic rules.

The study is one of the first comprehensive investigations mapping Czech university students’ relationship to artificial intelligence and their need for guidance in university communication. As the authors conclude, it serves as a starting point for further, deeper exploration of the changes AI brings to higher education in the Czech Republic. “The study mapped the situation in 2023, when questions surrounding the use of generative AI tools began to resonate more strongly in the Czech academic environment,” notes Irena Prázová, adding that the team is currently working on research with new data, which they plan to compare with the findings presented here.

The article was published Open Access as part of the joint project “Web Application for Authorship Verification,” supported by the Technology Agency of the Czech Republic. The project’s principal investigator was Tomáš Foltýnek from FI MUNI.